Children who speak German as their mother tongue acquire complex grammatical structures, such as nominal inflection, within the first three years of life. Multilingual children need several years to learn a second language under institutional conditions. With the seemingly initially strange combination of poetry and grammar, it is possible to specifically promote the learning of written German in multilingual learning groups based on attractive texts and creative engagement with them. While the communicative-functional use of language focuses on the purpose of the verbal expression, rather than the linguistic means, poetic texts, especially children's rhymes, songs, and language games, draw attention to linguistic structures that are also important for monolingual children in terms of acquiring written language. In contrast.